The interplay of musicological research, musical performance, and musical education

1996 ◽  
Vol 1 (4) ◽  
pp. 1331-1335
Author(s):  
Ingeborg Harer
Author(s):  
Nicola Pritchard-Pink

Jane Austen was one of Dibdin’s greatest admirers and his songs feature prominently in her music collection. Yet the Dibdin songs she owned, with their bawdy comedy, political and social satire, and martial, masculine themes, were far removed from the musical diet prescribed for young ladies of Austen’s rank by conduct writers. Indeed, they were quite different from those advocated by Dibdin himself in his tract on the musical education of young girls, the Musical Mentor (1808), which suggested songs on ‘Constancy’, ‘A Portrait of Innocence’, or ‘Vanity Reproved’ as more suitable subject matter. By highlighting the contrasts between contemporary expectations of female performance and the contents of Austen’s collection, this interlude presents domestic musical performance less as an instrument of control and more as a means by which women could express themselves and participate in the world beyond the bounds of home, family, and conduct-book femininity.


2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Lindiane De Santana ◽  
Marizete Lucini

The Embelêco is an artistic and cultural expression, of oral tradition, which takes place in the municipality of Moita Bonita – Sergipe, especially at the Capunga village. In this text, we intend to reflect, based on Decolonial Education and the principles of Rural Education, about the cracks opened by this expression (the Embelêco) in the structures of Musical Education. In order to keep the movement alive, the griot masters teach and the young people learn how to make music. In this process, beyond the musical knowledge, other knowledges are intertwined, which contributes to the musical performance itself. These knowledges are essential for people to construct self-consciousness and to develop awareness for the community. This way, we understand that the artistic and cultural expressions of Brazilian popular culture can be one of the ways to think about a decolonial musical education, acting in the cracks of the modern, scholar, eurocentered, and conservative logic of musical teaching.


2021 ◽  
Vol 7 (3B) ◽  
pp. 628-635
Author(s):  
Mariia Hereha ◽  
Oksana Korol

The article deals with the topic of how specialist can find and implement methods connected with the musical education. The author writes about methods of musical pedagogy, adopted to the conditions of reality. There is a translation of idea about a great importance of communication between teacher and student. There is an opinion that the most effective method of modern musical pedagogy is a synthesis of classical traditions of study and sources of innovative technologies. The perspectives of distance study are outlined and an assumption is made about what results it can have. The author also shares his own experience connected with the organization the lessons online. The author gives recommendations not only for teachers of musical academies, institutions but also for pedagogues of musical schools and kindergartens. The importance of realization the innovative and the classical methods of musical education is the main question as for as the high musical school and the educational organizations of pre-school work with children.


2019 ◽  
Vol 8 (2) ◽  
pp. 164-183
Author(s):  
Karen Moukheiber

Musical performance was a distinctive feature of urban culture in the formative period of Islamic history. At the court of the Abbasid caliphs, and in the residences of the ruling elite, men and women singers performed to predominantly male audiences. The success of a performer was linked to his or her ability to elicit ṭarab, namely a spectrum of emotions and affects, in their audiences. Ṭarab was criticized by religious scholars due, in part, to the controversial performances at court of slave women singers depicted as using music to induce passion in men, diverting them from normative ethical social conduct. This critique, in turn, shaped the ethical boundaries of musical performances and affective responses to them. Abū l-Faraj al-Iṣfahānī’s tenth-century Kitāb al-Aghānī (‘The Book of Songs’) compiles literary biographies of prominent male and female singers from the formative period of Islamic history. It offers rich descriptions of musical performances as well as ensuing manifestations of ṭarab in audiences, revealing at times the polemics with which they were associated. Investigating three biographical narratives from Kitāb al-Aghānī, this paper seeks to answer the following question: How did emotions, gender and status shape on the one hand the musical performances of women singers and on the other their audiences’ emotional responses, holistically referred to as ṭarab. Through this question, this paper seeks to nuance and complicate our understanding of the constraints and opportunities that shaped slave and free women's musical performances, as well as men's performances, at the Abbasid court.


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